MicroSim Maximal Impact Analysis

Here is a use of the OpenAI ChatGPT Deep Research tool to help us focus on finding what MicroSims would have the maximal impact on education.

Research Prompt

Initial Deep Research Prompt

Prompt

We represent a group of software engineers who have developed a framework for generative AI and agentic IDEs to quickly and efficiently generate classroom interactive simulations. These interactive simulations, which we call MicroSims, run within a web browser and use the p5.js JavaScript library, which is ideal for running simulations and animations. All our simulations have controls like sliders and buttons that require students to interact with the MicroSims.

Our goal is to start creating new MicroSims that will have the most impact in schools from 5th grade through college. Please research what interactive simulations would be most beneficial for teachers. Focus on finding specific types of interactive simulations that would have the maximum positive impact on our students. Do not focus on any country or geography. Include a wide range of subjects, including math, geometry, physics, chemistry, biology, computer science, robotics, systems thinking, graph databases, graph data modeling, graph algorithms, data science, machine learning, deep learning, agentic AI, user experience design, explainable AI and user interface design with HTML, CSS, and JavaScript.

After you have found strong evidence of what MicroSims have a high positive impact, analyze the common characteristics of these MicroSims. Include factors such as how many students might use these MicroSims and how effectively they explain complex concepts. Conclude with a list of the categories of MicroSims that will have the most significant impact on education.

Deep Research Clarification Response

I’d be happy to research this for you! To make sure the findings are as useful as possible, could you clarify the following:

Are you looking for research based on existing interactive simulations currently in use, or are you also interested in potential gaps where new simulations could have the most impact?
Do you want the analysis to focus more on student engagement, conceptual understanding, or both?
Would you like data on how teachers perceive the effectiveness of these simulations, or just how students interact with them?
Should the research focus more on STEM subjects, or should it also include humanities and other disciplines?
Would you like a breakdown of findings by education level (e.g., elementary, middle school, high school, college), or should it be generalized across all levels? These details will help refine the research so it aligns closely with your objectives!

My Response to Clarification

look at research on both existing MicroSims and opportunities to fill gaps
Include both student engagement and conceptual understanding
Focus on how students interact with the MicroSims
Focus on STEM subjects. Do not include humanities. Include systems thinking.
Return results generalized across all levels.

Deep Research Response to Clarification Response

Great! I will research the most impactful interactive simulations for education, focusing on existing MicroSims and identifying opportunities to fill gaps. This will include STEM subjects and systems thinking, analyzing both student engagement and conceptual understanding. I will also examine how students interact with these simulations and generalize the findings across all education levels. I'll get back to you with detailed insights soon!

Deep Research Final Response

Deep Research Activity Log

High-Impact Interactive Simulations for STEM Education

OK, let's think through how interactive simulations boost engagement, foster systems thinking, and enhance STEM learning at various education levels. This involves digging into the latest research and available tools.

OK, I'm thinking about how MDPI's open access journals can really enrich STEM education with their digital simulations.

Read mdpi.com

Interactive simulations show clear advantages in learning, enhancing engagement and understanding, particularly in adeptly visualizing abstract concepts through intuitive controls and immediate feedback.

I'm gathering info on interactive simulations in systems thinking. It seems promising and worth further exploration.

Read tandfonline.com

I'm examining Linda Booth Sweeney's work on systems thinking, considering its potential relevance to my search for conceptual understanding in simulations.

Read mdpi.com

ChatGPT

I'm noting the need to specifically address "MicroSims" as interactive simulations, highlighting their impact on engagement, conceptual understanding, and practical skills in STEM education.

I'm gathering info on the PDF titled "Student engagement and learning with PhET interactive simulations" from phet.colorado.edu. It seems to offer engaging simulations.

Read phet.colorado.edu

ChatGPT

Observing student interactions with PhET simulations reveals vast popularity and substantial usage, suggesting a significant impact on understanding through guided exploration and analogy.

Read more from phet.colorado.edu

ChatGPT

I'm noting that simulations, particularly using PhET, yield significant student benefits such as enhanced understanding, intuition, and exam performance.

Students leveraging PhET Circuit Construction Kit excelled on specific DC circuits questions, showcasing notable conceptual understanding.

Read more from phet.colorado.edu

ChatGPT

OK, let me see. Concluding the most impactful MicroSim categories involves evaluating extensive subject areas like physics, chemistry, and biology, emphasizing conceptual simulations and systems thinking.

OK, let me see. Checking PhET's research page for best practices and design guidelines to use in future projects.

Read more from phet.colorado.edu

ChatGPT

I'm looking at articles like "PhET: Simulations that Enhance Learning" and "Interactive sims: what works, what doesn't, and why" 2008 (AJPh) to find relevant research for effective simulation design.

Read mitrmedia.com

ChatGPT

I'm curious about students' engagement with MicroSims, their progression from amateur play to pattern recognition, and potential pitfalls.

I'm piecing together how "showing the invisible" is explored in W.K. Adams' 2010 work and possibly aligns with Wieman's talk. Searching the PDF for "invisible" and "analogy".

Read phet.colorado.edu

ChatGPT

The report highlights how simulations enhance understanding by making invisible phenomena, like current and magnetic fields, visible and presenting information in various formats.

Read more from phet.colorado.edu

ChatGPT

Identifying key traits: intuitive UI, real-world connections, multiple representations, engaging small puzzles, and fostering exploration.

Read more from phet.colorado.edu

ChatGPT

I'm working through intuitive UI, relatable design, and immediate feedback. Considering age appropriateness and global usage.

I'm working through the PhET Global Initiatives page to find key numbers. Progress is steady and revealing insightful data.

Read more from phet.colorado.edu

ChatGPT

I'm examining the search results to find specific statistics on simulations involving PhET Interactive Simulations in US colleges. The top two results seem promising.

Read per-central.org

ChatGPT

Considering the annual usage of PhET simulations, covering over 45 million runs, and their role in fostering systems thinking.

Read microcredentials.digitalpromise.org

ChatGPT

I'm piecing together insights on "interactive simulations systems thinking research." This involves creating simulations to explore systems thinking.

I'm investigating the potential of interactive simulations for developing system thinking, potentially from 2008, though blocked by a paywall. ResearchGate might offer an abstract snippet, while ERIC often provides accessible PDFs.

Read eric.ed.gov

ChatGPT

Crafting a detailed scenario on interactive simulations. Observing improvements in systems thinking skills at various education levels. Notably, visual simulations enhance understanding of dynamic systems.

I'm considering the impact of ending curriculum-based simulations for STEM subjects on the effectiveness of simulations when used as supplemental tools. This leads me to look at their broader applications and potential drawbacks.

Read mdpi.com

ChatGPT

I'm mapping out the gaps in primary and special education simulations, highlighting benefits and the need for more diverse research with broad populations.

Read more from phet.colorado.edu

ChatGPT

Hm, that's interesting. It seems the recent weather map accurately portrays temperature fluctuations, aiding effective lesson delivery.

I'm pulling together final citations to ensure a comprehensive analysis of interactions with interactive simulations, spanning various education levels, characteristics, and effectiveness. Progress is steady on this front.

I'm piecing together a structured format for the report, ensuring inclusion of citations, images for engagement, and clear delineation of sections for readability. Progress is steady and methodical.

Citations

Digital Simulations in STEM Education: Insights from Recent Empirical Studies, a Systematic Review

The studies included in this review revealed several significant trends in the effectiveness and impact of simulations across various educational settings. A common finding was the positive influence of simulations on student attitudes and engagement. Simulations consistently enhanced students' interest and motivation in STEM subjects, often making abstract concepts more accessible and engaging, especially in fields like physics and engineering. Several studies noted improved student participation and enthusiasm, with certain methods, like augmented reality and online collaboration tools, leading to high levels of engagement. ](https://www.mdpi.com/2673-8392/5/1/10#:~:text=The%20studies%20included%20in%20this,to%20high%20levels%20of%20engagement)[ Favicon mdpi.com

Digital Simulations in STEM Education: Insights from Recent Empirical Studies, a Systematic Review understanding by enabling students to actively explore and test hypotheses [20]. ](https://www.mdpi.com/2673-8392/5/1/10#:~:text=understanding%20by%20enabling%20students%20to,20)[mdpi.com
Digital Simulations in STEM Education: Insights from Recent Empirical Studies, a Systematic Review In terms of learning outcomes, simulations often led to better comprehension and knowledge retention compared to traditional methods. For example, students using computer-based simulations to study physics concepts, such as Newton's Second Law, showed a deeper understanding of these topics [15 ]. The integration of simulations with guided inquiry or interactive frameworks, like the KWL approach, further promoted critical thinking, reflective learning, and conceptual understanding [ 124]. ](https://www.mdpi.com/2673-8392/5/1/10#:~:text=In%20terms%20of%20learning%20outcomes%2C,124)phet.colorado.edu ncc9630-ofirst@ncc9630.dvi However, sims have the additional benefit of being able to make the invisible visible and provide multiple representations (macroscopic, microscopic, graphs, etc. . . ). One of the key features of sims is the inclusion of balanced challenges such as little puzzles and clues. These challenges are attainable and slowly bring the student to the main goal of understanding the underlying scientific concept via the exploration of physical phenomena. The students interact with the simulations via engaged phet.colorado.edu ncc9630-ofirst@ncc9630.dvi The PhET sims are designed with an intuitive interface for students and minimal text (fig. 2). The sims are interactive and animated, responding instantaneously to student interaction. Real world items (e.g. Light bulbs, bicycle pump, skate boards) are used so that students see the connections between the phenomena and their existing knowledge. However, sims have the additional benefit of being able to make the invisible [serc.carleton.edu

Using PhET simulations to replace real equipment in lab -- Circuit Construction Kit

Research shows that substituting the PhET Circuit Construction Kit simulation for real equipment in a variety of contexts leads to improved conceptual learning in the best cases, and the same conceptual learning in the worst cases. There are many advantages to using PhET simulations over real equipment: They are easy to use, so students can play around and modify the experiment quickly and easily without fear of breaking the equipment. They have productive constraints to focus attention on the most important aspects of the experiment (e.g. bulb brightness and current flow) rather than on irrelevant aspects (e.g. wire color and length). Finally, if real equipment is ](https://serc.carleton.edu/sp/library/phet/examples/example2.html#:~:text=PhET%20simulations%20instead,Finally%2C%20if%20real%20equipment%20is)[ Favicon serc.carleton.edu

Using PhET simulations to replace real equipment in lab -- Circuit Construction Kit over real equipment: They are easy to use, so students can play around and modify the experiment quickly and easily without fear of breaking the equipment. They have productive constraints to focus attention on the most important aspects of the experiment (e.g. bulb brightness and current flow) rather than on irrelevant aspects (e.g. wire color and length). Finally, if real equipment is not available, PhET simulations provide the opportunity to do multiple experiments with a single piece of equipment: a computer. ](https://serc.carleton.edu/sp/library/phet/examples/example2.html#:~:text=over%20real%20equipment%3A%20They%20are,piece%20of%20equipment%3A%20a%20computer)phet.colorado.edu ncc9630-ofirst@ncc9630.dvi (fig. 2). The sims are interactive and animated, responding instantaneously to student interaction. Real world items (e.g. Light bulbs, bicycle pump, skate boards) are used so that students see the connections between the phenomena and their existing knowledge. However, sims have the additional benefit of being able to make the invisible visible and phet.colorado.edu ncc9630-ofirst@ncc9630.dvi One of the key features of sims is the inclusion of balanced challenges such as little puzzles and clues. These challenges are attainable and slowly bring the student to the main goal of understanding the underlying scientific concept via the exploration of physical phenomena. The students interact with the simulations via engaged exploration phet.colorado.edu ncc9630-ofirst@ncc9630.dvi where they can interact with this visual environment at their own pace investigating what they are not sure about and building an expert-like mental framework around the concept as they see what features affect how the simulation behaves. This creates an understanding that includes a visualization of the phenomena and many connections between the bits of knowledge. phet.colorado.edu ncc9630-ofirst@ncc9630.dvi effective levels of guidance with simulations. Educators have found that use of heavily guided activities does not elicit deep thinking and learning from students; while other studies have found that with pure discovery learning students are not able to "discover" phet.colorado.edu ncc9630-ofirst@ncc9630.dvi activities does not elicit deep thinking and learning from students; while other studies have found that with pure discovery learning students are not able to "discover" phet.colorado.edu ncc9630-ofirst@ncc9630.dvi attitude during lab where the sim students explored and investigated without needing much assistance from the Teaching Assistant, while the real equipment students were nervous about breaking the equipment or themselves. In addition to measuring learning on assessments we document affective differences phet.colorado.edu ncc9630-ofirst@ncc9630.dvi Then students can construct their own understanding within this framework. Our work has focused on understanding how students use simulations to construct this phet.colorado.edu ncc9630-ofirst@ncc9630.dvi too. The sims create a common visualization and probe into the student's mind which provides many benefits such as when the student becomes quiet during an interview, the researcher can "see" what the student is thinking by watching what they are exploring with the simulation. The simulation also provides a common vocabulary. Students often use words they've gotten from the simulation or the researcher can watch what the phet.colorado.edu ncc9630-ofirst@ncc9630.dvi with their attitude during lab where the sim students explored and investigated without needing much assistance from the Teaching Assistant, while the real equipment students were nervous about breaking the equipment or themselves. In addition to measuring learning on assessments we document affective differences phet.colorado.edu ncc9630-ofirst@ncc9630.dvi with their attitude during lab where the sim students explored and investigated without needing much assistance from the Teaching Assistant, while the real equipment students were nervous about breaking the equipment or themselves. [eric.ed.gov ERIC - EJ833089 - An Investigation of the Potential of Interactive Simulations for

Developing System Thinking Skills in Elementary School

A Case Study with Fifth-Graders and Sixth-Graders, International Journal of Science Education, 2009-Mar development of system thinking skills. The learning environment included interactive simulations using the Stagecast Creator software to simulate the ecosystem of a marsh. Simulations are an important tool in any effort to develop system thinking, because they have the potential to highlight the dynamic nature of systems. Before the implementation of the learning environment (over a period of five 90-min lessons) two written tests were administered to the students, investigating the development of seven aspects of system thinking. The same tests were administered after the implementation. Specifically, four of the tasks included in each test were associated with skills concerning the structure and the elements of a system and three were associated with the ](https://eric.ed.gov/?id=EJ833089#:~:text=development%20of%20system%20thinking%20skills,three%20were%20associated%20with%20the)[ Favicon eric.ed.gov ERIC - EJ833089 -

An Investigation of the Potential of Interactive Simulations for Developing System Thinking Skills in Elementary School

A Case Study with Fifth-Graders and Sixth-Graders, International Journal of Science Education, 2009-Mar processes and interactions taking place within a system. The findings indicated that elementary school students have the potential to develop system thinking skills. The proposed learning environment provoked considerable improvements in some system thinking skills during a relatively brief learning process. However, the learning environment was not successful in promoting feedback thinking. We interpret these results in view of the difficulties encountered by the students. We also discuss the implications of our findings for the design of learning environments. (Contains 2 figures and 4 tables.) ](https://eric.ed.gov/?id=EJ833089#:~:text=processes%20and%20interactions%20taking%20place,2%20figures%20and%204%20tables)[ Favicon per-central.org

Examining the Use of PhET Interactive Simulations in US College and High School Classrooms

self-report survey from 1,233 high school and 276 college educators who are using PhET in their physics instruction, to provide insight into who uses PhET simulations, with which populations of students, towards what pedagogical goals, and with what instructional approaches. We found that new and experienced teachers use simulations, with diverse student populations, and to support a wide range of pedagogical goals. The responding high school and college educators were found to be similar in the goals they intended use of PhET simulations to support (for example, to develop conceptual goals, and to conduct science inquiry), but differed in their instructional approaches. ](https://www.per-central.org/items/detail.cfm?ID=13484#:~:text=self,differed%20in%20their%20instructional%20approaches)[ Favicon mdpi.com

Digital Simulations in STEM Education

Insights from Recent Empirical Studies, a Systematic Review

Employing pre- and post-tests to evaluate intervention effectiveness. While inquiry-based learning emerges as the most frequently implemented instructional strategy, hybrid and simulation-based approaches also feature prominently. Despite the evident benefits of digital simulations in enhancing conceptual understanding, engagement, and problem-solving skills, research gaps remain, particularly regarding their application in primary and special education contexts. This review underscores the need for diverse research methodologies and broader population studies to maximize the potential of digital simulations in STEM education. ](https://www.mdpi.com/2673-8392/5/1/10#:~:text=employing%20pre,digital%20simulations%20in%20STEM%20education) Favicon phet.colorado.edu ncc9630-ofirst@ncc9630.dvi simulations. Careful analysis reveals that showing the invisible and use of analogy both facilitate students' construction of their understanding; while the nature of guidance Favicon phet.colorado.edu ncc9630-ofirst@ncc9630.dvi However, sims have the additional benefit of being able to make the invisible visible and provide multiple representations (macroscopic, microscopic, graphs, etc. . . ). One of the key features of sims is the inclusion of balanced challenges such as Favicon phet.colorado.edu ncc9630-ofirst@ncc9630.dvi think-aloud style interviews with more than 100 different student volunteers. During these interviews, the student is not asked for their opinion or feedback on the simulation, only to think out-loud as they explore. Four to six 30--60 minute interviews are conducted with each version of a simulation. Interview results are used to modify the simulation if necessary and then a new series of interviews are conducted with new students. This Favicon phet.colorado.edu ncc9630-ofirst@ncc9630.dvi process continues until the simulation is eliciting only correct concepts and the interface is intuitive to use. The PhET simulations are very involved, interactive animated environments that create a unique opportunity for learning not only for the student but the researcher too. The sims create a common visualization and probe into the student's mind which provides many benefits such as when the student becomes quiet during an Favicon phet.colorado.edu ncc9630-ofirst@ncc9630.dvi with each version of a simulation. Interview results are used to modify the simulation if necessary and then a new series of interviews are conducted with new students. This process continues until the simulation is eliciting only correct concepts and the interface is intuitive to use. The PhET simulations are very involved, interactive animated environments that create a unique opportunity for learning not only for the student but the [ Favicon per-central.org

Examining the Use of PhET Interactive Simulations in US College and High School Classrooms

Flexible use, available free of charge, and usable across platforms. The resulting simulations are compatible with diverse learning goals, implementation contexts, pedagogical approaches, grade levels, and learners. While website statistics establish that over 45 million simulations are run per year, these statistics provide little information about who uses the simulations and how they are being used. Here we report on analysis of responses to a large-scale, self-report survey from 1,233 high school and 276 college educators who are using PhET in their physics instruction, to provide insight into who uses PhET simulations, with which populations of students, towards what pedagogical goals, ](https://www.per-central.org/items/detail.cfm?ID=13484#:~:text=flexible%20use%2C%20available%20free%20of,students%2C%20towards%20what%20pedagogical%20goals) Favicon gizmos.explorelearning.com Gizmos: Interactive STEM Simulations & Virtual Labs Labs gizmos.explorelearning.com Featuring over 550 virtual, interactive STEM simulations all crafted to meet the latest educational standards, Gizmos empowers educators in grades 3-12. [ Favicon mdpi.com

Digital Simulations in STEM Education

Insights from Recent Empirical Studies, a Systematic Review

The review includes 31 peer-reviewed empirical studies published in the last five years, sourced from ERIC, Scopus, and Web of Science, and adheres to the PRISMA methodology to ensure transparency and rigor. The findings reveal that interactive simulations are the most widely used type of digital tool, accounting for 25 of the 31 studies, followed by game-based simulations and virtual labs. Quasi-experimental designs dominate the research landscape, often employing pre- and post-tests to evaluate intervention effectiveness. While inquiry-based learning emerges as the most frequently implemented instructional strategy, hybrid and simulation-based approaches also feature prominently. ](https://www.mdpi.com/2673-8392/5/1/10#:~:text=The%20review%20includes%2031%20peer,based%20approaches%20also%20feature%20prominently) Favicon phet.colorado.edu ncc9630-ofirst@ncc9630.dvi (bulbs, wires, resistors etc.). The lab activity written around the sim/equipment was identical otherwise. On the final exam (6 weeks later) three questions were asked about DC circuits. The students who had used CCK in lab performed statistically better on average than the students who used real equipment. The averages for the two groups were identical on the exam questions that did not address circuits. In addition, Favicon phet.colorado.edu ncc9630-ofirst@ncc9630.dvi was followed up by an activity where both groups used real equipment. Students had to build a complicated circuit and then describe how the circuit would react if they created a break in a specified location. The students who had used the sim for the previous 1 1 2 of lab were faster on average and completing this challenge. This is consistent with their Favicon phet.colorado.edu ncc9630-ofirst@ncc9630.dvi much assistance from the Teaching Assistant, while the real equipment students were nervous about breaking the equipment or themselves. In addition to measuring learning on assessments we document affective differences when using sims compared to other instructional materials. As with CCK in the lab above, where students were more comfortable trying things with the simulations than Favicon per-central.org Examining the Use of PhET Interactive Simulations in US College and High School Classrooms interactive simulations developed by the PhET Interactive Simulations project at University of Colorado Boulder. The design of each simulation seeks to support educators in achieving a range of pedagogical goals through implicit scaffolding. To decrease barriers to adoption, the simulations are designed for flexible use, available free of charge, and usable across platforms. The resulting simulations are compatible with diverse learning goals, implementation contexts, pedagogical approaches, grade levels, and learners. While website statistics establish that over 45 million simulations are run per year, these statistics provide little information about who uses the simulations and how [ Favicon mdpi.com

Digital Simulations in STEM Education

Insights from Recent Empirical Studies, a Systematic Review** effectiveness and impact of simulations across various educational settings. A common finding was the positive influence of simulations on student attitudes and engagement. Simulations consistently enhanced students' interest and motivation in STEM subjects, often making abstract concepts more accessible and engaging, especially in fields like physics and engineering. Several studies noted improved student participation and enthusiasm, with certain methods, like augmented reality and online collaboration tools, leading to high levels of engagement. ](https://www.mdpi.com/2673-8392/5/1/10#:~:text=effectiveness%20and%20impact%20of%20simulations,to%20high%20levels%20of%20engagement)[ Favicon mdpi.com

Digital Simulations in STEM Education: Insights from Recent Empirical Studies, a Systematic Review

engaging, especially in fields like physics and engineering. Several studies noted improved student participation and enthusiasm, with certain methods, like augmented reality and online collaboration tools, leading to high levels of engagement. ](https://www.mdpi.com/2673-8392/5/1/10#:~:text=engaging%2C%20especially%20in%20fields%20like,to%20high%20levels%20of%20engagement) Favicon mdpi.com Digital Simulations in STEM Education: Insights from Recent Empirical Studies, a Systematic Review behavioral, cognitive, and emotional dimensions. Many studies aimed to understand how simulations impacted students' motivation, interest, and participation in STEM subjects, indicating a strong interest in simulations as a tool for increasing student involvement [13 , 121,19 , 113,28 , 136,39 , 138]. [ Favicon mdpi.com

Digital Simulations in STEM Education: Insights from Recent Empirical Studies, a Systematic Review

and engagement. Simulations consistently enhanced students' interest and motivation in STEM subjects, often making abstract concepts more accessible and engaging, especially in fields like physics and engineering. Several studies noted improved student participation and enthusiasm, with certain methods, like augmented reality and online collaboration tools, leading to high levels of engagement. ](https://www.mdpi.com/2673-8392/5/1/10#:~:text=and%20engagement,to%20high%20levels%20of%20engagement) Favicon phet.colorado.edu ncc9630-ofirst@ncc9630.dvi demonstrate that simulations help students' conceptual understanding about the phenomena. For example, one two hour lab of an algebra based physics course was divided into two groups---those that only used a simulation (CCK shown in fig. 4) and those that only used real equipment (bulbs, wires, resistors etc.). The lab activity written around the sim/equipment was identical otherwise. On the final exam (6 weeks later) three questions were [ Favicon eric.ed.gov ERIC - EJ833089 - An Investigation of the Potential of Interactive Simulations for

Developing System Thinking Skills in Elementary School: A Case Study with Fifth-Graders and Sixth-Graders, International Journal of Science Education, 2009-Mar

that elementary school students have the potential to develop system thinking skills. The proposed learning environment provoked considerable improvements in some system thinking skills during a relatively brief learning process. However, the learning environment was not successful in promoting feedback thinking. We interpret these results in view of the difficulties encountered by the students. ](https://eric.ed.gov/?id=EJ833089#:~:text=that%20elementary%20school%20students%20have,difficulties%20encountered%20by%20the%20students)[ Favicon eric.ed.gov ERIC - EJ833089 -

An Investigation of the Potential of Interactive Simulations for Developing System Thinking Skills in Elementary School

A Case Study with Fifth-Graders and Sixth-Graders, International Journal of Science Education, 2009-Mar Ecosystem of a marsh. Simulations are an important tool in any effort to develop system thinking, because they have the potential to highlight the dynamic nature of systems. Before the implementation of the learning environment (over a period of five 90-min lessons) two written tests were administered to the students, investigating the development of seven aspects of system thinking. The same tests were administered after the implementation. Specifically, four of the tasks included in each test were associated with skills concerning the structure and the elements of a system and three were associated with the processes and interactions taking place within a system. The findings indicated ](https://eric.ed.gov/?id=EJ833089#:~:text=ecosystem%20of%20a%20marsh,The%20findings%20indicated)[ Favicon eric.ed.gov ERIC - EJ833089 - An Investigation of the Potential of Interactive Simulations for

Developing System Thinking Skills in Elementary School

A Case Study with Fifth-Graders and Sixth-Graders, International Journal of Science Education, 2009-Mar that elementary school students have the potential to develop system thinking skills. The proposed learning environment provoked considerable ](https://eric.ed.gov/?id=EJ833089#:~:text=that%20elementary%20school%20students%20have,2%20figures%20and%204%20tables)